More information is necessary about constraints placed on teachers before sound classroom performance evaluations can be conducted. Results of an observational instrument utilized in South Carolina, "Describing Practices and Intentions of Classroom Teachers," isolates classroom factors associated with appropriateness of teachers'…

Presents a model explaining student misbehavior in the classroom and an instrument that translates the model into improved supervision of teachers, particularly in helping teachers learn to handle student misbehavior. (Author/IRT)

An instrument, "The Teacher Student Interaction Analysis," was developed to supply direct observation data on the number and kinds of teacher/student interactions and display data visually. The paper describes the instrument, summarizes field testing procedures and outcomes, and illustrates analysis outcomes. (Author/DB)

The paper views teaching as an interaction between the teacher and students with the teacher having the responsibility of structuring the environment to assure student learning. Key findings from the study of teacher effectivness are noted, mildly handicapped students as learners are defined, and information on teaching strategies that have been…

Suggested ideas for the effective use of the student teacher in the early stages of the assignment include: allowing the student teacher to work with small groups of students; team teaching at least one unit; and having the student teacher prepare a special activity related to one of the subject areas. (JN)

The manual describes the differences between low-inference observation and rating scales when evaluating teachers. Procedures for observing are set forth. The body of the manual defines and exemplifies the 115 items used on the observation instrument as well as the use of two other instruments used before and after the observation, i.e., the…

The manual details an observational code designed to track a child during an entire day in a preschool setting. The Eco-Behavioral System for Complex Assessments of Preschool Environments (ESCAPE) encompasses assessment of the following three major categories of variables with their respective subcategories: (1) ecological variables (designated…

The Code for Instructional Structure and Student Academic Response--Special Education (CISSAR-SPED) is an observation system which assesses the ecobehavioral processes within learning environments. Use of CISSAR-SPED with 12 students with autism or developmental disabilities provided both molar and molecular descriptions of special education…

A study involved 20 teachers who volunteered to use the horizontal evaluation model. Described are three strong themes that emerged: (1) teachers altered their views about evaluation; (2) teachers challenged the prevailing school practice rationality; and (3) teachers took some modest steps toward changing school relations. (SI)

Discusses the teachers' roles and responsibilities in classroom mathematics assessment in the context of the "Standards for Teacher Competence in Educational Assessment of Students." Considers the issues of choosing and developing appropriate assessment methods, obtaining and using assessment results, and communicating assessment…

Reports on a study of 5,000 student evaluations of teachers (SETs) and their relationship to the final grades the students received in introductory economics classes. Finds that there is little relationship between the rating of instructors and the grades received by students in their classes. Recommends that colleges and universities explore…

Asserts that debriefing is the missing link between learning achievement and simulations in social studies. Maintains that teachers who employ computer-assisted instruction must utilize effective debriefing activities. Provides a four-step debriefing model using the computer simulation, Oregon Trail. (CFR)

There is considerable interest in reading assessment and the influence that reading assessment can have on what is taught and learned in school. However, little is known about how teachers, administrators, parents, and students communicate and understand reading assessment information. Lacking this knowledge, educators do not know what kinds of…

Assuming that teacher effectiveness and nonverbal communication are interrelated, an analysis of nonverbal communication and teacher assessment of nonverbal action is appropriate. A review of the literature indicates that nonverbal behaviors may be examined by the impressionistic and the quantitative methods. Each of these methods generates…

Discusses routine classroom language teaching techniques and conventional teacher behaviors that are resistant to change and that may inhibit the use of more effective language teaching strategies. Makes suggestions for alternatives, such as emphasis placed on discourse rather than grammar, and self-evaluation as an alternative to normative…